A framework for climate change education in critical geography

Abstract

ABSTRACT Unlocking the potential of climate change education to achieve a more just, democratic and sustainable future is a goal of critical geography education. This article presents a compelling argument for using Sjöström et al.’s (2017) Vision III Scientific Literacy Heuristic (3-VSL) in critical geography and climate change education. Through classroom examples, the article shows how the 3-VSL framework can help explore two broad aims. First, the scientific, societal and justice-focused aspects of climate change education can all be captured within the 3-VSL. Second, the plurality of goals inside critical geography can also be considered, ranging from recognising climate change-related harms to engaging in socio-political action. The 3-VSL is argued to be a flexible and robust framework, aiding teachers and students in working for a more sustainable future.